This study investigates the use of problem-based learning (PBL) by geography teachers in Northwest Ethiopia to address deforestation and climate change education.

This study explores how students’ autonomy, competence, and relatedness at school relate to their wellbeing, focusing on girls, students with special educational needs (SEN), and low socioeconomic status (SES) students

This article analyses over 1,200 legal and policy documents from 193 countries to assess global efforts toward educational equity, focusing on barriers related to income, disability, gender, and discrimination. It reveals significant gaps, including tuition fees before secondary school, lack of protections against sexual harassment and disability discrimination, and limited provisions for inclusive education.

This study examined the effectiveness of video modeling combined with small group instruction to teach leisure skills using waste materials to three individuals with multiple disabilities.

Notations are fundamental in mathematics and related fields, but their design has overlooked the diverse needs of different users. Recent insights into neurodiversity highlight how certain design choices can either hinder or facilitate comprehension for neurodiverse students.

This article focuses on whether handwriting and typing contribute differentially to lexical acquisition within the alphabetic system, providing distinct sensorimotor experiences for words through different motor actions and consequent attentional and time constraints in producing letters. We examined a sample of middle school students with reading and spelling disabilities alongside age-matched peers with typical development.

The study investigates the interplay between environmental awareness, education, and sustainability across both formal and informal learning contexts; It aims to identify theoretical frameworks and educational practices that effectively promote sustainability-oriented attitudes and actions .

This study explores the development and refinement of a technology-enhanced embodied learning environment at Camp Expression, a reverse-inclusion camp for children with moderate-to-severe communication disabilities.

This article describes the design, development, and evaluation of a virtual assistant named 'Taylor' that was created to support disabled students in sharing information about their disabilities and learning about available support and adjustments at a distance-learning university.